共查询到20条相似文献，搜索用时 15 毫秒
1.
Dorothy F. Garrison-Wade Gregory A. Diggs Diane Estrada Rene Galindo 《The Urban Review》2012,44(1):90-112
This article highlights some of the obstacles facing tenure-track faculty of color in academia. Through the perspective of
Critical Race Theory (CRT) and by using a counterstories method, four faculty of color share their experiences as they explore
diversity issues through engaging in a 1-year self-study. Findings of this qualitative study provide important insights from
the perspectives of faculty of color to address ways in which to identify supports that lever barriers during the tenure process. 相似文献
2.
A.H. Herzig 《Educational Studies in Mathematics》2002,50(2):177-212
The mathematics community in the U.S. has become concerned about the state of doctoral education, including concerns about
high attrition rates and the small numbers of women and students from some racial and ethnic groups. This paper proposes a
model of doctoral student persistence and attrition, in which student participation in the life of the department and discipline
lead to increased student integration, which is crucial for students' success. Ten faculty members and eighteen graduate students
were interviewed about their interests,conceptions, and experiences within mathematics, in a case study of one mathematics
department. In this department, students experienced four types of obstacles to their participation: obstacles stemming from
the program structure, obstacles to participation in class, obstacles to participating with faculty outside of class, and
obstacles stemming from faculty beliefs about teaching and learning. Implications for the retention of mathematics doctoral
students are discussed.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
3.
Patricia Cahill Paugh Curt Dudley‐Marling 《International Journal of Inclusive Education》2013,17(8):819-833
This article explores the talk among novice teachers who participated in an inquiry project designed to rethink the instruction for their struggling students by drawing upon competence rather than deficiencies. A critical discourse analysis (CDA) based on theories of systemic functional linguistics and CDA provided tools to explore how their use of language afforded or constrained their efforts to better serve diverse learners in their urban elementary classrooms. The analysis indicates the power of normative and deficit discourses that continue to predominate within educational culture. It reflects on this analysis and discusses potential benefits of centralising language awareness and a social/critical lens to ongoing professional development. 相似文献
4.
For countries such as Australia exporting education is recognised as an important contributor to the nation’s economy. The embodiment of this export industry in Australia is the presence of international students in tertiary institutions across the country. Despite their considerable contribution to social, political, cultural and economic life, there have been recent examples of violence, exploitation and discrimination against international students in Australia. To understand how international students are both welcomed and excluded from Australian life, we use critical discourse analysis (CDA) to analyse news reports published in an Australian national newspaper from 2009 to 2011. Following van Dijk (Ideology: a multidisciplinary approach, Sage, Thousand Oaks, 1998) we view newspapers as ideological institutions that mobilise discursive power to polarise public opinion to support their ideological agenda(s). In the case of international students we use CDA to show how media discourses construct international students in ways that commodify their participation in higher education and marginalise them as the excluded ‘other’ in Australian society. Our conceptual and analytical approach has broader implications for national higher education policy and international student experience by exposing the social inequalities that accompany globalised international education. 相似文献
5.
Elizabeth K. Briody Angela Goldenstein Edward J. Berger 《European Journal of Engineering Education》2019,44(5):666-687
ABSTRACTStudies have found that Faculty–Student Interaction (FSI) has many positive benefits for students including academic support, professional development, mentoring, and career planning. Research-intensive universities exhibit the lowest levels of faculty–student interaction within higher education. This article utilises qualitative methods to explore faculty, student, and staff perceptions of faculty–student interactions, particularly those that take place out of the classroom, at a research-intensive public U.S. university. We identify social distance between faculty and students based on unequal status within a rigid, hierarchically-organised culture as a key barrier to FSI. We then discuss methods that some of the faculty in our study used to mitigate their social distance with students in an effort to increase FSI. 相似文献
6.
AbstractThis article explores how critical conversations engage undergraduate mathematics faculty in a community of practice that enhances their knowledge about teaching and learning mathematics for social justice. More broadly, critical conversations are defined as a cooperative learning strategy that can be used to identify, explore, and respond to various interests and issues situated across differing values and beliefs. We present a case study of a critical conversation that took place at a 2016 Mathematics for Social Justice workshop organized by a group of junior faculty. Participant reflections situate perspectives that can help novice and experienced instructors design conversations about teaching mathematics for social justice. Specifically, individual and group reflections highlight the importance of: (i) framing and reflecting on the conversation; (ii) exploring implications and content connections; and (iii) identifying barriers. Implications for faculty members and mathematics departments are provided. 相似文献
7.
While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources of obstacles that teachers and students encounter may not have been revealed. In this study, 19 teachers and 23 students in different disciplines at a pre-service teacher education faculty at a university in Vietnam were interviewed. In total, 47% of the teachers taught science subjects and 53% taught social subjects; 35% of the students majored in science subjects, 57% in social subjects, and 8% in primary education. With regard to study cohorts, 22% of the students were in the first and second year while 78% were in the third and fourth year of their four-year bachelor’s programme. These programmes produce qualified teachers for primary and secondary schools nationwide. Based on grounded theory analysis, four common obstacles to collaboration were identified: students’ lack of collaborative skills, free-riding, competence status, and friendship. Furthermore, the results showed three interrelated antecedents that contribute to these obstacles. Central to the antecedents is the strong focus of the teachers on the cognitive aspects of CL, which led the participating teachers to neglect the collaborative aspects of CL. These antecedents were demonstrated in the ways teachers set CL goals, provided instruction, and assessed student collaboration. This study may be useful for educators, designers, and researchers to foster the quality of student collaboration. 相似文献
8.
新闻反映社会问题和意识形态,是批评性语篇分析的主要对象之一。该文旨在介绍批评性语篇分析的概念和理论框架,并运用该理论分析《纽约时报》上的一篇新闻报道来论述、解释语言、权利和意识形态三者间的关系。 相似文献
9.
This paper explores contributions of qualitative research to saving theory for children, youth, and parents in children's development account (CDAs) programs. It brings together findings from three studies: (1) elementary school age children saving for college, (2) youth transitioning from foster care saving for education and other purposes, and (3) mothers saving for their toddlers’ future college. Findings suggest that children, youth, and parents find CDAs helpful in accumulating savings. CDAs motivate and facilitate saving in ways that reflect developmental stages. Accumulating savings has positive economic and psychological meaning for CDA participants. CDAs overcome some obstacles in saving for the three groups, but other barriers remain, especially income flows, debt, and emergencies. 相似文献
10.
The objectives of this study were to (a) identify the major tenets of a preservice secondary science education program as expressed by science education faculty, (b) identify knowledge structures that beginning secondary science teachers have constructed about the teaching and learning of science, and (c) identify the correlatives that exist between the first two objectives. The study was grounded in the postulates of teacher cognition in that teachers construct their own schema from their experiences in order to comprehend, plan for, and respond to the dynamics of their classroom. This qualitative study consisted of interviews and observations of beginning science teachers, interviews with science education faculty, and an analysis of the course syllabi of that faculty. Methods of single and cross-case analytic induction were combined to analyze the data. Based on the data, it may be concluded that aspects of the program, such as student-centered learning, cooperative learning, general pedagogical knowledge, and pedagogical content knowledge, were adopted into the schema of the beginning teachers; the degree of adoption appeared to be linked to the individual's most significant learning experiences and the constraints of the school situation. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 633–653, 1997. 相似文献
11.
论批评话语分析 总被引：11，自引：0，他引：11
吴建刚 《华中师范大学学报(人文社会科学版)》2002,41(3):42-48
本文论述了批评话语分析的基本理论，原则和方法。批评话语分析的出发点是对语方和话语本质的重新认识：语言不是中立客观地再现真实的手段，语言和话语的有效建构，调节并控制知识，社会关系和机构。本文分析了话语、权利和意识形态之间的关系，通过语方实例从几个方面讨论了批评话语分析的语言机制和方法，并指出批评话语分析的意义和提高语言批评意识的重要性。 相似文献
12.
Sylvia G. M. Van De Bunt-Kokhuis 《Higher Education in Europe》2000,25(1):47-55
The first part of this article assesses the various determinants, such as academic rank, age, discipline, and sex that influence international faculty mobility. The data indicate that faculty members of higher rank and those having technical backgrounds and who are senior staff members and men travel more frequently than others do. The second part discusses the various legal obstacles to international faculty mobility. The third part presents recent social and legal developments and formulates some recommendations for the enhancement of faculty mobility. 相似文献
13.
Sandra Taylor 《教育政策杂志》2013,28(4):433-451
A number of writers have drawn attention to the increasing importance of language in social life in ‘new times’ and Fairclough has referred to ‘discourse driven’ social change. These conditions have led to an increase in the use of various forms of discourse analysis in policy analysis. This paper explores the possibilities of using Critical Discourse Analysis (CDA) in critical policy research in education, drawing on a larger research project which is investigating the equity implications of Education Queensland’s reform agenda. It is argued that, in the context of new times, CDA is of particular value in documenting multiple and competing discourses in policy texts, in highlighting marginalized and hybrid discourses, and in documenting discursive shifts in policy implementation processes. The last part of the paper discusses how such research might be used by policy activists inside and outside education department bureaucracies to further social democratic goals. 相似文献
14.
高校女性教师是科技人才队伍的重要组成部分，是我国科技事业十分重要的力量，然而这一群体仍面临着人数较少、职业发展遭遇瓶颈、生育友好型环境有待提升等困境。研究基于科研自我效能感理论，运用混合研究方法，对上海6所高校204位工科女性教师开展问卷调查，并辅之以质性访谈，探索工科女性教师科研自我效能感现状及其影响因素。研究发现：工科女性教师的科研概念化能力、执行和汇报能力自我效能感水平相对较高；日均照顾子女和长辈的时间、对自身的领导能力和担任领导职位的自信程度等因素均对其科研自我效能感产生显著正向影响。基于上述结果，研究从国家和高校两个层面对工科女性教师人才的支持政策提出建议。 相似文献
15.
This article characterizes “engagement in science learning” from a sociocultural perspective and offers a mixed method approach to measuring engagement that combines critical discourse analysis (CDA) and social network analysis (SNA). Conceptualizing engagement from a sociocultural perspective, the article discusses the advantages of a mixed methodological approach, and specifically how mixed methods can expand and enrich our understanding of engagement in certain science learning situations. Through this sociocultural viewpoint, engagement is defined as meaningful changes in disciplinary discourse practice, which captures the dialectical relationship between the individual and collective. The combined use of CDA and SNA integrates an individual's relative position in a group with her situated language use. 相似文献
16.
Benjamin Baez 《Higher Education》2000,39(3):363-391
Based on a qualitative study of sixteen faculty of color at aprivate research university, this article argues that service,though significantly presenting obstacles to the promotion andretention of faculty of color, actually may set the stage fora critical agency that resists and redefines academic structuresthat hinder faculty success. The construct of `service,' therefore,presents the opportunity for theorizing the interplay of humanagency and social structures. The article suggests that facultymay seek to redefine oppressive structures through service, thus,exercising an agency that emerges from the very structures thatconstrain it. Faculty of color, in particular, may engage inservice to promote the success of racial minorities in the academyand elsewhere. Thus, service, especially that which seeks tofurther social justice, contributes to the redefinition of theacademy and society at large. 相似文献
17.
Connie Castiglia Gault 《Early Childhood Education Journal》1989,16(3):6-9
The Child Development Associate (CDA) National Credentialing Program is a major national effort initiated in 1971 to improve the quality of child care by improving, evaluating, and recognizing the competence of child-care providers and home visitors. The Child Development Associate or CDA is a person who is able to meet the specific needs of children and who, with parents and other adults, works to nurture children's physical, social, emotional, and intellectual growth in a child-development framework. The CDA Credential is awarded to child-care providers and home visitors who have demonstrated their skill in working with young children and their families by successfully completing the CDA assessment process.Connie Castiglia Gault is a CDA Trainer/Advisor at Elmira College in Elmira, New York. 相似文献
18.
19.
The tacit knowledge of university faculty might take roots deep down in their own cognition system and influence their ways of thinking and reasoning. This study aims at (1) the exploration of the characteristics of university professors’ tacit knowledge in Taiwan and (2) the disentangling of the factors underlying its development. Drawn from the data collected by qualitative observations and analyses, this study concludes: (1) In general, Taiwanese professors are of strong motives for self-fulfillment to be social elites and to pursue excellence form the backbone of the academic career. (2) The inner factors relating to faculty’s tacit knowledge include a high level of intelligence and analysis ability, the consciousness of being elite, the strong motives of constant pursuit of accomplishments, and the self-adaptation to the campus culture. (3) Its outer factors contributing to the faculty’s tacit knowledge include the peer consensus and competition pressure on campus, and the expectations of being a professional and a role model stereotyped by the society. Finally, several suggestions are provided for the cultivation of wide and open tacit knowledge so that the university faculty’s profession can be upgraded and more social responsibility can be shouldered. 相似文献
20.
Linda K. Johnsrud 《Higher Education》1995,30(1):17-35
The purpose of this study was to explore the perceptions of Korean academic women regarding their faculty careers within Korean universities. Personal interviews were conducted with thirteen female faculty members as well other informants (administrators, male faculty and graduate students) at three large private universities in the Republic of Korea: Yonsei University, Ewha Women's University and Dankook University. The study focuses on 1) the experience of Western-trained academic women in securing faculty positions in Korean universities, 2) the work load and responsibilities of women faculty within the academy, and 3) the impact of their personal lives and social roles on their professional achievement and satisfaction. Comparisons are drawn between the experiences of these Korean academic women and what we have learned about the experiences of academic women in Western institutions.An earlier version of this paper was presented at the annual meeting of the Comparative and International Education Society, Annapolis. 相似文献